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Classroom Design and Learning Environment as Predictors of Pre-Service Teachers’ Performance in Fine And Applied Arts in Colleges of Education in Southwestern Nigeria
Published 2013Subjects: “…Fine and applied arts…”
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A Critique of the Postmodern Episteme in Selected Contemporary Nigerian Novels
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Page will reload when a filter is selected or excluded.- Afrocentric worldview 1 results 1
- Classroom design 1 results 1
- Colleges of education 1 results 1
- Contemporary Nigerian novels 1 results 1
- Euro- American postmodern method 1 results 1
- Fine and applied arts 1 results 1
- Fine and applied arts provide the aesthetic and non-aesthetic necessities that enrich individuals’ quality of life. In recent times, the persistent students’ poor performance in the subject has been attributed to inadequate facilities, use of traditional classrooms and inappropriately designed learning environment in schools and institutions where teachers are being prepared. Researchers have focused on improved methodology and classroom practices but not on classroom and learning environment for teaching the subject. There is also a dearth of studies on influence of classroom design and learning environment on students’ performance in fine and applied arts. Most of the studies do not provide standardized classroom design and learning environment guidelines that could improve students’ performance in fine and applied arts. This study, therefore, determined the extent to which classroom design variables (spatial configuration, visual effects, thermal condition, acoustics factor, facilities and equipment) and learning environment variables (students’ perception, seats arrangement and class size) predicted pre-service teachers’ performance in fine and applied arts in colleges of education in Southwestern Nigeria. The study adopted the descriptive survey design. Two hundred and fifty final year fine and applied arts pre-service teachers and 70 lecturers selected through stratified random sampling technique participated in the study. They were drawn from 10 colleges of education purposively selected from Southwestern Nigeria. Instruments used were: Teachers’ Classroom Design Checklist, Teachers’ Classroom Acoustics Design Questionnaire (r=0.84), Lecturers Inventory for Facilities, Equipment and Materials, Learning Environment Questionnaire (r=0.81) and Teachers’ Fine and Applied Arts Performance Test (r=0.84). Nine research questions were answered and eight hypotheses tested at p<.05. Data were analysed using Pearson’s product moment correlation and multiple regression. The eight classroom design and learning environment variables taken together, have significant correlation with pre-service teachers’ performance in fine and applied arts (R=.407;F(8,249) =5.99; p<.05).They explained 13.8% of the variance in the dependent variable. The two factors that predicted pre-service teachers’ performance in fine and applied arts are facilities and equipment (β=1.088; t=4.43; p<.05) and seats arrangement (β =3.76;t=-3.19; p<.05). The five classroom design variables (spatial configuration, visual effects, thermal condition, acoustics factor, facilities and equipment) significantly correlated (R=.335; F(5, 244) = 7.03; p<.05) with pre-service teachers’ performance in fine and applied arts and explained 10.8% of the variance in the dependent variable. The three learning environment variables (students’ perception, seats arrangement and class size) correlated significantly (R=.23;F(3,249)=6.11;p<.05) with performance in fine and applied arts and 5.8% of the variance was due to the three factors. Seats arrangement had the highest relative contribution (β=.21). Out of the eight factors, four had significant relationships with the dependent variable. These are: acoustic factor (r= .154;p<.05), facilities and equipment (r=.284p<.05), students’ perception (r=.147;p<.05) and seats arrangement(r=-.222;p<.05). Facilities and equipment as well as seats arrangement predicted pre-service teachers’ performance in fine and applied arts. Hence, the use of adequately designed classroom and appropriate learning environment has become necessary. Therefore, appropriately designed art classrooms and relevant facilities should be provided to enhance performance in fine and applied arts in Nigerian colleges of education 1 results 1
- Hermeneutic differences 1 results 1
- Learning environment 1 results 1
- Literary theory 1 results 1
- Pre-service teachers’ performance 1 results 1
- Western postmodern approach to literary interpretation has, arguably, misinterpreted the cultural and ideological meanings of African literary texts. This has been a critical scholarly problem since the emergence of African literature. Although African literature derives its form and style from Western alternatives, its cultural and ideological contents differ considerably from those of the West. Even though several scholars have variously enunciated the need to jettison Africa‟s reliance on Western modes of interpretation, no extensive research has practically detailed the historical, contextual and futuristic implications of the problem. This study, therefore, investigates the implications and consequences of applying Western critical standards to the interpretation of non-Western societies. It also suggests a possible way out of this problem in African literary research. The study employs the Afrocentric worldview, as propounded by Cheikh Anta Diop and expounded by Molefi Asante. This approach provides the African mind the epistemological polemic to critique postmodern literary theory. The choice of texts is informed by the thematic contiguity of contemporary Nigerian novels like Bandele-Thomas‟s The Sympathetic Undertaker and The Man Who Came in From the Back of Beyond; Okediran‟s Boys at the Border, Dreams Die at Twilight and Tenants of the House; Onwordi‟s Ballad of Rage; Adichie‟s Half of a Yellow Sun; Marinho‟s The Epidemic; Arthur-Worrey‟s The Diaries of Mr. Michael; and Mowah‟s Eating by the Flesh. The method of analysis is a probe into the internal arbitrariness in the texts to reveal the repressed meanings. This deconstructive analytical procedure gives credence to the assertion that the Western literary canon is inadequate to provide a development-driven theoretical standpoint for Nigerian literature. The texts reveal the contradiction in employing the Euro-American postmodern method for the analysis of African literature. The exploration of „traditionally forbidden‟ themes of sex, promiscuity, pornography, homosexuality, moral laxity and corruption in these texts underscores the need for a value conscious African alternative. The innovation of disjointed style undermines the quest for cosmic harmony to the consternation of development-seeking African critics. The hermeneutic differences between Africa and the West are apparent in the different interpretations the two societies ascribe to symbols, totems, motifs, and rituals. The “basic principles” in Africa‟s relative cultural homogeneity are seen in the promotion and sustenance of her history, philosophy, religion, oral and written traditions, languages, ethics, values and cosmogony, tendencies which researchers can advance in their quest for an African theory. However, these “basic principles” cannot be extracted from a Western source. They can only be arrived at through a sustained investigation of African history, culture and tradition. Africa has not yet evolved a fine-tuned “mega theory” which, in evolution and practice, is comparable to the standard now attained by the West. If an Afrocentric theory of reading literature must be formulated, African scholars must be much more grounded in African epistemology. A fuller understanding of the core tenets of African epistemology would show that her system of knowledge is a credible alternative to Western methods of inquiry. This would invariably translate to the reconstruction of knowledge to suit the African need 1 results 1
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